YEAR 6 UNIT PLANNER Year Group, Term, Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Autumn A Interactive Overview (1 hour) (Level 4) Using appropriate religious vocabularies pupils identify describe key features of religions, including beliefs, teachings their meaning. have an opportunity to use words or phrases Buddhism Buddhist Buddha Christianity Christian Jesus Beliefs teachings 2:2 To use specialist vocabulary in communicating their knowledge understing WHAT DO YOU ALREADY KNOW ABOUT CHRISTIANITY AND BUDDHISM? (2:2) Designate an area of display to introduce Buddhism revise key aspects learned about Christianity, for example, leaders, beliefs, festivals, practices. Setting the Wheels in Motion Place the two religions to be studied on a timeline. Provide a brief background to Buddhism, looking at some of the practices, i.e. non-violence, lovingkindness, meditation, refraining from alcohol smoking. Pupils develop their own glossary of key vocabulary, using examples given. Create a document on the computer at the beginning of Year 6 which can be added to edited throughout the academic year. Decorate with relevant symbols. Exploring World Religions CD-Rom by Granada Learning Link to History http://www. buddhanet.net/elearning/index.htm Link to ICT Literacy Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 159 of 176
Y6 Autumn A This unit is about: knowing some key Christian Buddhist beliefs practices (Level 4) Using appropriate religious vocabularies pupils identify describe key features of religions, including beliefs, teachings their meaning. (Level 4) Ask questions about matters of right wrong suggest answers which show understing of moral religious teachings. have an opportunity to use words or phrases Noble Eightfold Path Ten Commments : Pupils will have the opportunity to look at, observe possibly hle: Buddhist prayer wheel Bible Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Beliefs teachings 2:1 to describe the variety of practices ways of life in religions underst how these stem from, are closely connected with, beliefs teachings Religious practices lifestyles 2:5 to identify begin to describe the similarities differences within between religions Values commitments 2:22 about the relationship between humans, their environment other living creatures, including examples of religious teaching practice Values commitments 2:23 to reflect on ideas of right wrong their own others responses to them Values commitments 2:24 about religious codes of conduct rules of living considering the effect of these on life. HOW DO CHRISTIANS AND BUDDHISTS LIVE THEIR LIVES? (2:1, 2:5, 2:22, 2:23, 2:24) Provide on display a picture of an eight spoke wheel. Write in each section a right way of living according to the Buddhist Noble Eightfold Path. Conceal these eight rules for living under flaps. Reveal one at a time discuss. For example, right speech : How does the way people speak to each other have an effect on others. What is the right way to speak? Build on this growing display throughout the year using it interactively to focus on celebrating right actions. If pupils have experienced any of the right ways of living in their own lives, write them in a speech bubble with any effect it may have had on others display around the wheel. Revisit the last five of the Ten Commments. In pairs or groups begin to identify some of the similarities differences between Buddhism Christianity. Discuss which of the Buddhist right ways of living these five rules fall into. Link to PSHE classroom rules The Ten Commments are important to the Christian Jewish religion Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 160 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Autumn A This unit is about: Founders of Faiths their importance for people today (5 Hours) (Level 4) Using appropriate religious vocabularies pupils identify describe key features of religions, including beliefs, teachings their meaning. (Level 4) Ask questions about matters of right wrong suggest answers which show understing of moral religious teachings. have an opportunity to use words or phrases Buddhism Buddhist Buddha Christianity Christian Jesus Beliefs teachings 2:1 to describe the variety of practices ways of life in religions underst how these stem from, are closely connected with, beliefs teachings Beliefs teachings 2:2 to use specialist vocabulary in communicating their knowledge understing Beliefs teachings 2:3 stories of the lives of key religious people, the significance of these in their own lives in the lives of believers today Religious practices lifestyles 2:7 to use interpret information about religions from a range of sources WHY IT IS IMPORTANT TO HAVE PERSONAL HEROES? Consider how clothes express your personality; influence how you feel how others respond to you. How people imitate personal heroes (hair, clothes, etc.). Draw out the importance of human qualities. Design label a poster which depicts two images of a hero of their choice. An outside view (physical attributes) an inside view (human qualities). THE BUDDHA WHAT IS IMPORTANT ABOUT THE BUDDHA? (2:1, 2:2, 2:3, 2:7, 2:23) Explain the concept that Buddha is not worshipped by Buddhists like a God, but that Buddhists use shrines to look to him for inspiration with the aim to develop his good qualities. Look at different images of the Buddha, including pictures statues (rupa). Draw out what the variety of images collectively show about the character qualities of the Buddha. Explain how the rupa helps people to aspire to be the best they can be. What qualities would you accredit to the most enlightened human being? Exploring World Religions CD- Rom by Granada Learning Note: restrict this part of the work. It is not the main purpose of the RE. Links to PSHE Buddhism KS2 video (Clear Vision Trust) www.clear-vision.org www.buddha-images.com Buddha images explanations Avoid using models of laughing Buddha as a popular symbol for good luck plenty, as a Buddha rupa Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 161 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Autumn A In this unit pupils will have an opportunity to use words or phrases Rupa shrine loving-kindness compassion friendliness care non-violence wisdom supreme knowledge strength fearlessness enlightened enlightenment Prince Siddhartha : Pupils will have the opportunity to look at, observe possibly hle: Buddha rupa statues images Buddhist shrines Values commitments 2:23 to reflect on ideas of right wrong their own others responses to them Play The Values Game by Lat Blaylock Look at the life of Siddhartha as a prince, his enlightenment the beginning of his preaching. Draw out the contrast between his life in the palace his life helping people to find peace. Create a Conscience Tunnel The tunnel is created by two lines of pupils. One pupil, in character as Prince Siddhartha, walks through the tunnel as he decides whether or not he should leave the palace. Pupils forming the tunnel speak for (one side of the tunnel) against the idea (other side of the tunnel), saying what Prince Siddhartha is thinking or what others think about him. Explain what it means to be enlightened to have spiritual insight. Describe as a blessed state in which the individual transcends desire suffering attains Nirvana (an ideal state of rest harmony). Use similar words to aid definition wise compassionate, informed, aware, civilised, knowledgeable, learned, wise, open-minded broad-minded. Debate - Is it possible for a person to become an enlightened human being when living any way of life? Write either a newspaper report or script for a television or radio interview with Prince Siddhartha after either seeing the 4 sights or becoming enlightened. The Values Game is in Looking Inwards, Looking Outwards teachers pack, from RE Today. ISBN-13: 978-1- 85100-101-9 Haringey Learning - London Buddhist Centre, www.lgfl.net/lgfl/leas/ haringey/web/sacre/ placesofworship Virtual tour of Amaravati Buddhist Monastery (see Hertfordshire Grid for Learning) Prince Siddhartha by Jonathan Law Janet Brooke ISBN 0-86171-016-9 (Detailed text in chapters) Links to Y6 Literacy argument journalistic writing Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 162 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Autumn B This unit is about: Founders of Faiths their importance for people today (3 Hours) (Level 4) Identify describe religious practices their meaning (Level 4) Ask questions about matters of right wrong suggest answers which show understing of moral religious teachings. have an opportunity to use words or phrases Dalai Lama : Pupils will have the opportunity to look at, observe possibly hle: Buddha rupa statues images Beliefs teachings 2:1 to describe the variety of practices ways of life in religions underst how these stem from, are closely connected with, beliefs teachings Religious practices lifestyles 2:7 to use interpret information about religions from a range of sources Values commitments 2:23 to reflect on ideas of right wrong their own others responses to them HOW DO BUDDHISTS TRY TO FOLLOW THE BUDDHA S EXAMPLE? (2:1, 2:7, 2:23) Use a Buddhist story to explore the example set to Buddhists. How would they respond to similar situations? A friend has put you in a similar situation to Siddhartha, write a letter to an agony column for advice swap with another member of the class for the reply. Look at the Buddha rupa again. Design a poster with the Buddha on the outside his qualities on the inside. The Dalai Lama said If you want others to be happy, practise compassion. If you want to be happy, practise compassion. Discuss. www.bl.uk/learning/ cult/sacred/stories For animated story of the Monkey King the Elephant the Blind Man. Buddhist Tales Retold by Sherab Chödzin Alexra Kohn Penney - Fenn ISBN: 1-55168- 124-2 Beautiful book containing many traditional Buddhist tales. Other popular Buddhist stories: The Dying Swan; The Monkey King. Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 163 of 176
Y6 Autumn B This unit is about: Sacred Secular Christmas (3 hours) (Level 4) Identify describe religious practices their meaning (Level 4) Ask questions suggest own answers about the significant experiences of others, including religious believers Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Religious practices lifestyles 2:12 how religious festivals are related to key figures, events stories how these are celebrated within families religious communities Human identity, personality experience 2:16 about the significance of their own religious, cultural family traditions in the light of the traditions of others WHAT IS THE DIFFERENCE BETWEEN THE SACRED AND SECULAR CHRISTMAS? (2:12, 2:16) Either Show photos of Christmas items on sale. Or Visit a local shop make lists of sacred secular consumables related to Christmas. Discuss the messages that this gives about Christmas. Look at the TV line up in the radio/tv Listings, identify the sacred secular programmes draw graphs to present time allocation for each. Discuss the differences between them. Design an advent calendar/card/decoration, which is half secular half sacred. Explain the messages each gives. WHAT WOULD A CHRISTIAN THINK CHRISTMAS SHOULD BE ABOUT? (2:12, 2:16) Use the words of some Christmas carols as a reminder of the importance to Christians of the birth of Jesus. Contrast with some secular Christmas music. What impression of Christmas do the different sorts of music give? Other ideas: look at a selection of Christmas cards, examine images messages Links to Numeracy: Data Hling Links to Literacy: compare two accounts (Matthew Luke) from the Bible Use a range of Christmas carols popular seasonal music Links to Y6 Literacy argument Some families from other faiths also give Christmas presents to their children in Britain Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 164 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Autumn B have an opportunity to use words or phrases Advent Christmas Virgin Mary Joseph Angel Gabriel Baby Jesus incarnation Messiah Christ Saviour Nazareth Bethlehem stable manger star shepherds kings Advent calendar Human identity, personality experience 2:16 about the significance of their own religious, cultural family traditions in the light of the traditions of others Values commitments 2:23 to reflect on ideas of right wrong their own others responses to them SHOULD CHRISTMAS BE BANNED FOR PEOPLE WHO ARE NON-CHRISTIAN? (2:16, 2:23) Class debate: Christmas must be banned for all those who are not Christians. Pupils will have the opportunity to look at, observe possibly hle: Advent calendars Christmas decorations Christmas cards Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 165 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Spring A This unit is about: expressive visual arts in religions (8 hours) (Level 4) Identify describe religious practices their meaning (Level 4) Ask questions suggest own answers about the significant experiences of others, including religious believers have an opportunity to use words or phrases Church Stained-glass window Hymn Meditation Incense Mala Bell/gong Stilling/stillness Visualisation Mala Religious practices lifestyles 2:8 about the way in which expressive visual arts are significant for religious believers Religious practices lifestyles 2:13 about places of religious importance, preferably exploring through visits; the way each place is used its meaning significance Ways of expressing meaning 2:15 about the way symbolic verbal non non-verbal expression action are used to convey meaning, particularly in religious contexts Human identity, personality experience 2:17 to participate in periods of stillness quiet thought where appropriate to express personal reflections emotions HOW DO CHRISTIANS BUDDHISTS EXPRESS THEIR FAITH IN ART, DRAMA AND SONG? (2:8, 2:13) Visit a local church to look at the stained glass windows explore the symbolism. Listen to some recordings of hymns which tell a story. Divide the class into 6 give each a story, choose 3xChristian 3xBuddhist (these texts could build on the Buddhist stories looked at in the Autumn Term). Pupils retell each one as a stained glass, a drama, dance /or a hymn. Presentations. WHY DO PEOPLE OF FAITH USE ART, DRAMA AND SONG TO ENRICH THEIR RELIGIOUS EXPERIENCE? (2:8, 2:15, 2:17) Express personal reflections on the art forms already experienced. How might they enrich religious experiences? Pupils write down three things they think most people spend a lot of time thinking about. How might these things affect people? Discuss Buddhist meditation, its purpose practice. Let a jar of muddy water settle while participating in stillness/silence focusing on something beautiful. Guide pupils carefully at this time to think about beauty, friendship, joy, the natural world. Look at the jar. Has it settled? Explain that this is what happens to the mind during quiet meditation. For example, Christian stories: The Creation, David Goliath, The Prodigal Son; Buddhist stories: The King s Elephant, The Lion the Jackal. Angulimala. www.new.kids4truth. com/dyna/creation/ english.aspx animated Old Testament Creation story. www.bl.uk/learning/ cult/sacred/stories For Buddhist stories www.clear-vision.org/ students/undereleven. aspx Buddhist Tales by Chodzin Kohn - Barefoot ISBN-1 84148 009 6 It is not appropriate for pupils to undertake religious meditation. Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 166 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Spring A Pupils will have the opportunity to look at, observe possibly hle: Church visit Hymns Mala Bell/gong Buddhist shrine symbols Flowers, Cles, Incense Malas Thinking Beads Set the scene with an appropriate image on the IWB, flowers /or cles relate to the use symbolism of Buddhist shrines. Pupils make a string of thinking beads in four blocks of colour. Relate to Buddhist prayer beads, mala. Introduce the ring of a bell to indicate when pupils will change their attention from one bead to the next, relate to Buddhist bell or gong. Pupils go through the beads in each colour thinking of 1-things that they are thankful for, 2 - things that they are sorry about, 3-people to think of or remember 4-a wish for themselves, others or the wider community. Either Buddhists concentrate on malas to help them become more like the Buddha. The pictures symbols show Buddhist teachings help Buddhists to meditate. Create impermanent malas in s, cornflower paste, pulses. Or Explore the Buddha Rupas through h gestures. Pupils can design own Buddha Rupas using model making materials, for example, Crayola Model Magic. Express personal reflections. Invite a Buddhist visitor to explore the significance of meditation ask general questions. Don t Just Do Something, Sit There, by Mary Stone, Religious Moral Education Press, ISBN: 1-85175-105-X for stilling visualisation exercises or www.buddhanet. net/e-learning/ buddhism/ebooks. htm CD of stilling exercises for young people from Clear Vision. Has some short exercises focussing on the body breath. A mala is a symbolic Buddhist art form, based on circles. Link to Y6 QCA art design unit - 6A People in Action See Faith Communities Directory HGfL Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 167 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Spring B This unit is about: Founders of Faiths their importance for people today (5 Hours) (Level 4) Identify describe religious practices their meanings (Level 4) Raise suggest own answers, including religious ones, to a range of ultimate questions Beliefs teachings 2:1 to describe the variety of practices ways of life in religions underst how these stem from, are closely connected with, beliefs teachings Beliefs teachings 2:3 stories of the lives of key religious people, the significance of these in their own lives in the lives of believers today HOW IS THE LIFE OF JESUS RELEVANT TODAY? (2:1, 2:3) Look at various pictures of Jesus discuss how these help people to remember what he was like what he did. Look at the emotions linked to the pictures for example, angry with the moneylenders, loving with the children. Discuss how this helps us to get a better idea of what he might have been like his picture has been drawn in all nationalities, why? Explore an outline of the life of Jesus. Use a variety of sources to compile a fact-file of significant experiences in Jesus life. How do Christians remember Jesus today? Mind map for example, churches, charities, celebrations, people, story. Explore the I am the. Statements of Jesus. What do they mean? Design symbols to represent the statements. If you were being remembered what I am statements you would leave about yourself. Swap some guess the authors. Jesus Through Art Margaret Cooling ISBN 978-1851751198 Picturing Jesus Pack A by Lat Blaylock, RE Today ISBN 978-1-904024-59-0 CD Rom version of a Bible encyclopaedia I am the Bread of Life (John ch6 v 35, 48-51) Links to Literacy Metaphorical language Easter - Wayl ISBN-0 7502 2832 6 Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 168 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Spring B have an opportunity to use words or phrases carpenter teacher parables disciples Shrove Tuesday pancakes fasting Lent Ash Wednesday Palm Sunday palm crosses Maundy Thursday Maundy money The Last Supper Good Friday crucifixion hot cross buns Easter Sunday resurrection new life Easter Eggs Pupils will have the opportunity to look at, observe possibly hle: Crosses Jesus images/icons Religious practices lifestyles 2:12 how religious festivals are related to key figures, events stories how these are celebrated within families religious communities Questions of meaning purpose 2:21 the difference between ultimate non-ultimate questions underst that religions may give followers the answers to some of the mysteries of life WHY DO CHRISTIANS REMEMBER JESUS PARTICULARY AT EASTER? (2:12, 2:21) Reminder of the Easter story its importance to Christians today. Refer to some of the practices undertaken by Christians on Easter Day, for example, the Sunrise service. Stress the symbolism within the activities. Allow opportunities for pupils to ask ultimate questions about the events of Easter. Focus on the death resurrection of Christ. Ensure that any answers offered by pupils should be respected. Answers from within Christianity should be given to explain what Christians believe. Write an acrostic poem using the word resurrection, Easter or hope /or write in the shape of a cross to express personal or Christian views about the events of Easter. Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 169 of 176
Y6 Summer Term This unit is about: Ideas about God (3 hours) (Level 4) Using appropriate religious vocabularies pupils identify describe key features of religions, including beliefs, teachings their meaning (Level 4) Raise suggest own answers, including religious ones, to a range of ultimate questions have an opportunity to use words or phrases Trinity Father Son Holy Spirit Pentecost Disciples Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Beliefs teachings 2:4 about individual beliefs consider the ways in which members of faith communities describe their understing of God/gods Questions of meaning purpose 2:21 the difference between ultimate non-ultimate questions underst that religions may give followers the answers to some of the mysteries of life WHAT MIGHT GOD BE LIKE? (2:4, 2:21) Pupils explain the word God to someone who has never heard it before. Pool together pupil s views on the characteristics of God/gods. Point out their diversity thus the diversity of views within faith traditions. How do people who are religious believe that God/gods act in the world? What characteristics would God/gods have in order to act in the world? (for example, strong, compassionate, intelligent) Does this point to God/gods being like humans? Explain that religious people would search for pointers to the character of God/gods in their sacred writings. The Probability Line Explain that some questions have definite answers, yes or no. Sometimes we are unsure, maybe. Explain probability by labelling a line of choices, no chance, some chance, fair chance, good chance, very good chance, certain. Pupils listen to a range of statements; for each statement they must decide how probable it is they must have a reason for their choice of probability (reinforce that they should not just follow friends). Teaching RE - God 5-11 (CEM) Buddhists don t believe in God, Hindus may believe in many gods, Christians have one God. Avoid drawing pictures of God - Muslims are offended by images of God. Pupils should not be disabused of their own ideas about God/gods Hello? Is Anybody There? by Jostein Gaarder ISBN 1-85881-623-8 Good class story with many ultimate questions Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 170 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Summer Term Pupils will have the opportunity to look at, observe possibly hle: Bible Beliefs teachings 2:4 about individual beliefs consider the ways in which members of faith communities describe their understing of God/gods Pupils make a human graph responding to each statement It will rain today, the sun exists, I will become a millionaire today, love exists, I will die some day, there is an afterlife, I will have children one day, God exists, there is a war being fought somewhere today, someone in the world has just been born. Pupils must st next to their choice of a probability phrase in the range from certain to no chance. Choose several ideas to explore further by interviewing pupils from the line on their living graph Discuss the statement God Exists in further detail by pairing pupils from different points of the probability line, for example, no chance certain. WHAT DO CHRISTIANS BELIEVE ABOUT GOD? (2:4) Explain that Christians believe in the Trinity, that God has three forms: God the Father, God the Son God the Holy Spirit. Even Christians find this difficult to underst. Make the scientific link that water can take three forms (solid - ice, liquid - water to drink, gas - vapour as from a kettle). A person can be many things in relationships but still be the same person. Draw an outline of a person around the edge write all the different people they are (for example, son, brother, grson, cousin, friend, pupil, scout). Make a Trinity mobile with the word God in the centre the three forms hanging equally from it. See HGfL Year 6 Additional Mobius Strip Activity for further exploration of the Trinity. With kind permission Elizabeth Boast the Farmington Institute of Christian Studies. Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 171 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Summer Term Read the story of Pentecost, which describes the Holy Spirit coming to be with the disciples after Easter. For some Christians this is the most important event in the Jesus story. Explain that the Holy Spirit gives them comfort it is this part of God which is with them all the time. Fire is often used to symbolise the Holy Spirit. Each pupil to be given the outline of a tongue of flame. Inside to write their views of what God is like. Colour display. Y6 Summer Term This unit is about: Human Responsibility for the Environment (3 hours) (Level 4) Using appropriate religious vocabularies pupils identify describe key features of religions, including beliefs, teachings their meaning (Level 4) Ask questions suggest own answers about the significant experiences of others, including religious believers Beliefs teachings 2:1 to describe the variety of practices ways of life in religions underst how these stem from, are closely connected with, beliefs teachings Human identity, personality experience 2:20 to develop their sense of curiosity about life, death, relationships the natural world express personal opinions Values commitments 2:22 about the relationship between humans, their environment other living creatures, including examples of religious teaching practice HOW DO HUMANS EXERCISE RESPONSIBILITY FOR THE ENVIRONMENT? (2:1, 2:20, 2:22, 2:24, 2:25) Create a Wall of Wisdom by collecting the favourite quotes sayings of pupils, parents, teachers, visitors famous /or religious people. For example, about life, death, relationships the natural world. List examples of things people do because of a belief they hold. Relate this to themselves I strongly believe so I do/do not (i.e., I strongly believe animals should be respected, so I do not buy products tested on animals ). Start the Wall of wisdom at the beginning of the unit watch it develop. See Year 5 Summer Term Genesis ch1 v 28 Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 172 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Summer Term have an opportunity to use words or phrases Genesis Adam Eve dominion vegetarian reincarnation Pupils will have the opportunity to look at, observe possibly hle: Bible Values commitments 2:24 about religious codes of conduct rules of living, considering the effect of these on life Values commitments 2:25 examples of the ways in which personal religious beliefs may influence behaviour WHAT DO CHRISTIANS BELIEVE ABOUT THE RELATIONSHIP BETWEEN HUMANS, THEIR ENVIRONMENT AND OTHER LIVING CREATURES? (2:20, 2:22, 2:24, 2:25) Using a variety of local national newspapers, pupils cut out articles about environmental issues. In groups discuss the stories identify where the responsibility lies. Plenary to share stories ideas. Make a class scrap book, with articles annotated with views. Imagine they are writing to the editor of the paper, giving their ideas about responsibility solutions. Add these to the scrap book. Revise the Genesis Creation story. Focus on the part where God gives Adam Eve Dominion. What does that mean? Look up other translations of the Bible to find different words. Use a thesaurus to find synonyms. Discuss what responsibility God meant humans to have over the natural world in the story. What does this mean in today s world? Write a letter to Adam Eve explaining where successive generations of humans have gone wrong. Swap letters for a reply making suggestions for the present generation or ideas for the locality. See HGfL Year 6 Additional Creation in Reverse. With kind permission Lat Blaylock. Build on Year 5 work. Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 173 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Summer Term This unit is about: Suffering happiness (7 hours) (Level 4) Using appropriate religious vocabularies pupils identify describe key features of religions, including beliefs, teachings their meaning (Level 4) Ask questions about matters of right wrong suggest answers which show understing of moral religious teachings. Beliefs teachings 2:1 to describe the variety of practices ways of life in religions underst how these stem from, are closely connected with, beliefs teachings Human identity, personality experience 2:17 to participate in periods of stillness quiet thought where appropriate to express personal reflections emotions Values commitments 2:22 about the relationship between humans, their environment other living creatures, including examples of religious teaching practice CAN DESIRE CAUSE SUFFERING? (2:1, 2:17, 2:22, 2:24, 2:25) Introduce the four noble truths. Can desire cause suffering? Discuss, reflecting on own experiences of wanting something, getting it why it may not provide everlasting happiness, for example, you may worry about breaking it/losing it, a new, better version may replace it. Throw a bean bag to a pupil name a source of suffering, for example, watching flowers wilt, having a pain in my toe, or not getting what I want for my birthday. They have to quickly throw to another pupil with another sort of suffering. Aim for no repeats. Look at all the suffering. Role play the Buddha sitting listening to people s complaints about their suffering. Can the Buddha role identify the craving, clinging attachment which forms the basis of the suffering, can they suggest a way to stop suffering by letting go of the craving. Revisit the Noble Eightfold Path explain that Buddhism teaches that following this will be the best way to live. One of the paths is Right Living. Which of these jobs would a Buddhist find acceptable/unacceptable? Cook, shop owner, tobacconist, builder, butcher, teacher, soldier, nuclear power worker, fisherman, doctor, librarian. Pupils should give their own examples of Right Living Buddhism for KS2, by The Clear Vision Trust programme two The Dharma, clip of girl wanting receiving a new bicycle. www.clear-vision.org Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 174 of 176
Y6 Summer Term have an opportunity to use words or phrases Four Noble Truths desire craving suffering Noble Eightfold Path Right Living Holocaust friendship prayer wheel Pupils will have the opportunity to look at, observe possibly hle: Prayer wheel Prayer flags Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Religious practices lifestyles 2:6 to investigate the significance of religion in the local, national global communities WHY IS THERE SUFFERING IN THE WORLD? (2:6, 2:17) How can there be laughter when the whole world is burning? meaning how can we be truly happy when there is so much suffering in the world. Pupils write individual responses bring into a class circle, with a burning cle in the centre. In turn pupils share their responses. In a quiet, dark reflective setting continue to focus on the cle share a story about suffering for example, The Number on My Grfather s Arm by David A. Adler. Reflect upon the issues raised by Grfather s account of the Holocaust. Use the lesson plan provided online. Play the Holocaust Memorial Day Trust (HMT) St up to Hatred Game. Taking a large piece of paper divided in two, take one of the situations from the game draw two pictures to tell a story. On one half of the paper show what was happening in the other show what people could have done to St up to Hatred. Write a caption for your picture. Alternatively, find examples of suffering using newspaper cuttings or use the Internet to find examples of suffering during WWII or other examples of genocide. Link to History, Second World War. The Number on My Grfather s Arm by David A. Adler ISBN 0-8074-0328-8 http://www.hmd. org.uk/resources/ item/236/ See HGfL Year 6 Additional to support teaching learning about from the Holocaust. Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 175 of 176
Through direct teaching for example: answering questions, using a range of sources (including artefacts, visits ICT) Y6 Summer Term HOW DO YOU OVERCOME EVIL AND PROMOTE GOODNESS? (2:17, 2:22) Discuss the value of friendship with the pupils as a means of promoting goodness. Have you ever had a friendship which you really cherished valued? Why did you highly regard this friendship? What do you consider are the most important elements of friendship? Do you think most people consider friendship to be important? If you wanted to encourage peace friendship in the world, would you start by changing yourself or other people? Show a Buddhist prayer wheel for pupils to explore what it could be, then explain. Discuss the use of prayer wheels flags in many Buddhist countries. Explain that some are powered by water or wind, symbolising the Buddhist belief in the interconnectedness of nature prayer. Whilst listening to Buddhist music, pupils think of one word to reflect their hopes dreams for the world. Pupils reflect on the future world that they wish to be part of as they leave Primary School begin a new journey, for example, peace, compassion, understing, friendship etc. In silence, pupils write one word to summarise their hope, wish, dream or prayer on a piece of A4 coloured paper then one by one say their word out to the class as they peg it to a washing-line. Finally, explain that their words on the washing-line are like a Buddhist prayer flag that Buddhists believe that like karma, when the wind blows their words will spread out reaching many. Leave up for display. Mantras prayers are written in prayer wheels on flags. As the wheels turn the flags blow in the wind, Buddhists believe that the prayers are repeated over over again. Buddhists believe that karma is the law of cause effect. All actions have consequences. Primary Scheme of Work for Religious Education based on Hertfordshire Agreed Syllabus of Religious Education 2006-2011 Page 176 of 176